Coast Final HPE

Running head: GULF COAST HPE PROJECT
Gulf Coast Health Promotion and Education Project

Annie Marhula, Emily Marshall, Lisa Christopher, Molly Chaffin
The University of Southern Mississippi
GULF COAST HPE PROJECT

2
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
Step 1: Community Needs Assessment p.

Step 2: Program Goals and Objectives... p.
Literature Review.
Step 3: Develop a Program Plan
a. Session 1 Lesson Plan: Hand Washing, Cross-Contamination
Prevention, and Food Allergies
b. Session 2 Lesson Plan: Cleaning & Sanitizing and Temperature Control p.
c. Session 3 Lesson Plan: Healthy Eating with Offer Versus Serve
d. Session 4 Lesson Plan: Application and Problem Solving of OVS
Step 4/5: Management System
Step 6: Implement the Intervention
Step 7: Evaluate the Intervention
References
Appendix
Step 1: Community Needs Assessment

What is the name of the organization/group with which
you will implement the HPE project?
Pascagoula School District, Child Nutrition
What is the name & contact information for the

individual with whom you will collaborate to complete
the HPE project?
Assistant Director of Child Nutrition Sarah Steinberger, MS, RD, L
What is your PRIORITY ISSUE that you plan to

address with this group?
Foodservice training (including food safety behaviors, safe workin

culinary skills) does not adequately promote a healthy work enviro
behaviors of foodservice employees.
Gather the perspective of the key stake holders:
Write a summary of the views of the stakeholders

related to your intended project related to their interest
in this type of project and their areas of concern
Ms. Steinberger recognized a need for education for cafeteria emp

Pascagoula School District focusing on teaching proper food safe
related injury prevention, offer versus serve, good attitudes, and im
culinary skills. This is due to a high turnover rate of employees an
training of employees. Why does she feel these are areas of conc
population?
Examine the Literature
Examine the literature for research about

projects, communities, and issues related to your
priority issue
Examine previous evaluation findings of similar

projects
Review the literature regarding similar types of
(Review 3-5 articles related to the topics listed to the left, and write
abstract of each below)
Reference
Brown, B.J. & Herman, J.R. (2005). Cooking classes increase frui
intake and food safety behaviors in youth and adults. Journal of N
and Behavior, 37(2), 104-105. Retrieved from:
http://web.b.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?vi
HEALTH PROMOTION AND EDUCATION PROJECT

projects and recommendations for designs/appropriate
interventions
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%40sessionmgr110&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2Z
%3d#db=aph&AN=17041069
Background: According the 2004 Behavioral Risk Factor Surveill

than 23% of Americans are consuming five servings of fruits and v
A contributing factor to this is the foodborne illnesses that are asso
vegetables. These illnesses are often attributed to improper handl
hygiene, poor sanitation, and cross-contamination.
Purpose: The purpose of this study is to increase fruit and vegeta
increase food safety knowledge and behaviors in fruit and vegetab
cooking techniques in both youth and adults.
Methods/Analysis: This research experiment consisted of an edu
intervention along with a pre-education and post-education questi
was conducted in 28 counties by the Oklahoma County Extension
period. The classes were focused on fruit and vegetable preparati
food safety practices, and general nutrient information. The analys
questionnaire included means, frequencies, and paired t-tests.
Results: Both fruit and vegetable intake increased significantly fo
females. In addition, there was also a significant increase in safe f
techniques such as washing hands, washing produce, and using a
cutting board to avoid cross contamination.
Conclusion: In conclusion, the results of this study indicate that e
on fruit and vegetable cooking and food safety can increase fruit a
consumption and food safety behaviors in youth and adults.
Reference
Medeiros, C., Cavalli, S., Salay, E., & Proena, R. C. (2011). Asse
methodological strategies adopted by food safety training program
workers: A systematic review. Food Control, 22(8), 1136-1144.
doi:10.1016/j.foodcont.2011.02.008
Background: Foodservice employees directly involved in food ha

responsibility to minimize foodborne disease outbreaks. Training a
practices and building skills has been identified as the most crucia
risk of contamination.
Purpose: The purpose of this review was to evaluate the various
strategies used to train food service employees in food safety.
Methods/Analysis: This was a systematic review in which resear
articles related to studies concerning food safety training for food
After eliminating all studies that did not meet inclusion criteria (for
had to offer a training program to employees), the 14 remaining st
using double data extraction. Aspects of the studies such as meth
effectiveness of training were identified for each study. Training pr
compared among the studies based on the topic, method, and len
program. Programs were evaluated for the knowledge, practices,
employees.
Results: The most frequently used topic in the training programs
was hygiene. Some training methods were used more often than o
method used most being audiovisual media (71 percent of studies
more than one single method to train employees. Hand washing w
commonly assessed topic.
Conclusion: The most accepted teaching method was the use of
Post-intervention, employees exemplified an increase in knowledg
improved attitudes and behaviors.
Reference
Cekal, N. (2012). The effect of a nutrition education programme o
of nutrition and food preparation-cooking methods. International J
Research, 4(3). 66-74.
Background: Collective nutrition involves places that provide food

number of individuals. The meals served in collective nutrition sett
balanced be of high quality and adequate quantity to properly nou
the meal. Therefore, the methods used to prepare and cook these
maintaining the nutritional value.
Purpose: The purpose of this study was to evaluate the nutrition k
methods, and nutrition attitudes of cooks and to determine whethe
session on these topics improved the cooks knowledge and attitud
Methods/Analysis: A total of 442 cooks and students studying co
foodservice institutions participated in the research study. The coo
test questionnaire to evaluate their nutritional knowledge level. Th
participated in a half-day education session that discussed food e
functions, food groups, and methods of correct food preparatio
post-test questionnaire was then given to assess the cooks knowl
if their knowledge increased after the education session.
Results: The results acknowledge a significant difference in pre-t
scores of the cooks nutritional knowledge. Food nutrition-related k
knowledge regarding food preparation and cooking methods incre
Conclusion: The results of this study indicate that educating cook
preparation and cooking techniques can improve their knowledge
quality meals with minimal nutrient losses.
Reference
Roberts, K. R., Barrett, B. B., Howells, A. D., Shanklin, C. W., Pillin
Brannon, L. A. (2008). Food safety training and foodservice emplo
behavior. Food Protection Trends, 28(4). 252-260.
Background: Safe food service practices are of great importance

foodborne illnesses. However, employee knowledge and complian
materials does not always meet food safety guidelines.
Purpose: This study attempted to determine if food safety training
knowledge and behavior.
Methods/Analysis: A total of 160 employees from 31 restaurants
completed a pre-assessment quiz to determine knowledge of food
Trained researchers then observed employees for 3 hours and rec

regarding food handling, thermometer use, and hand washing. Be
analyzed as a percentage: behaviors performed correctly compare
observed. Employees later completed a four-hour Servsafe course
and 3-hour observation was then completed.
Results: Knowledge scores improved overall according to the pre
assessments (M=42.8 to M=44.1). The overall percentage of beha
correctly also improved significantly (P < 0.001). When analyzed i
however, only hand washing behaviors significantly improved, spe
cross contamination and proper hand washing techniques. Althou
behavior changes were statistically significant, scores that were in
improve substantially.
Conclusion: Knowledge and behavior can be improved by proper
however, increased knowledge does not necessarily improve food
Reference:
Manes, M.R., Liu, L.C., Dworkin, M.S. (2013). Baseline knowledge
food handlers in suburban chicago: do restaurant food handlers kn
to know to keep consumers safe? Journal of Environmental Healt
Retrieved from: http://web.a.ebscohost.com.lynx.lib.usm.edu/ehos
vid=4&sid=46e35609-6531-4238-802a-cc2804508b9a
%40sessionmgr4004&hid=4109&bdata=JnNpdGU9ZWhvc3QtbG
%3d#db=aph&AN=88899620
Background: Food handler behaviors are a major contributing fac

of outbreaks of foodborne illnesses each year. Food handling tech
correct hand hygiene, maintaining proper cooking and food handli
food and decreasing cross contamination are often causes of such
these improper techniques can be attributed to a lack of knowledg
how to correctly handle food.
Purpose: To determine areas where suburban foodservice worke
knowledge of proper food handling techniques. Additionally, to cre
educational materials to increase food service workers knowledge
Methods: A cross-sectional survey of 729 food handlers by collec
question survey about baseline food handler knowledge. The surv
according to the number of correct answers given by the food serv
a food safety knowledge score.
Results: The average foodservice knowledge score was 72%. Th
most nutrition knowledge was lacking included optimal cooking, ho
refrigeration temperatures, cross-contamination and hygiene. Eng
handlers scored higher than Spanish-speaking employees.
Conclusion: In order to decrease foodborne illness outbreaks, fo
should be provided with education in the areas of food temperatur
cross-contamination and hygiene.
Collect Health Related Data About your Issue
Morbidity & Mortality reports related to your

primary issue
(Review 5-7 articles/reports related to the topics listed to the left, a

word abstract of each below)
Health behavior & practices related to your

primary issue found in research journals
Health status data related to your primary issue

(including social, economic, & environmental
indicators)
Reference
United States Department of Labor, Bureau of Labor Statistics. (20
and drinking places: North American Industry Classification System
from http://www.bls.gov/iag/tgs/iag722.htm
The Bureau of Labor Statistics (BLS) identifies the number of work

injuries, and illnesses per 100 full-time food service employees fro
Only preliminary data concerning fatalities exists for 2013. BLS de
injury or illness to mean any factor in the workplace that either ca
to the injury or illness or worsened the state of an injury or illness.
fatalities increased from 2011 to 2012 (105 to 120 employees); ho
fatalities decreased from 2012 to 2013 (120 to 112 employees). T
work-related injuries and illnesses out of 100 employees decrease
(3.6 to 3.4). The number of employees with injuries and illnesses w
increased from 0.8 to 0.9 (out of 100 employees) from 2011 to 201
employees with work-related injuries and illnesses with related job
transfers remained constant from 2011 to 2012 at 0.3 employees.
Reference
Food and Drug Administration. (2009). FDA report on the occurren
illness risk factors in selected institutional foodservice, restaurant,
facility types. Retrieved from
http://www.fda.gov/downloads/Food/GuidanceRegulation/RetailFo
rneIllnessRiskFactorReduction/UCM224682.pdf
The Food and Drug Administration conducted a 10-year study to m

frequency of behaviors known to cause foodborne illness in food s
These behaviors included: food procurement from unsafe sources
cross-contamination, improper holding time or temperature, and in
Observations were conducted at over 800 establishments in three
of food service operations: retail, restaurants, and institutional foo
Compliance to food safety guidelines was measured as a percent
amount of behaviors observed out of compliance to the total obse
the behaviors. In elementary school foodservice operations, nonco
follows:
27.5% improper holding
14.9% poor personal hygiene
14.7% cross-contamination
11.8% inadequate cooking
3.7% unsafe food sources
The FDA also found improper storage of chemical to be an additio
compliance behavior in need of improvement. Materials were impr
the time. Results from this study indicate that the recommendation
first phase of the study should be reemphasized; management sh
control the risk factors by proper training and frequent inspections
Reference: Smith, L.P., Ng, S.W., Popkin, B.M. (2013). Trends in
preparation and consumption: Analysis of national nutrition survey

studies from 1965-1996 to 2007-2008. Nutrition Journal, 12(45). d
2891-12-45
Background: As technology advances, more Americans shift tow
faster ways of preparing foods. Assessing and identifying home fo
is necessary to evaluate goals of public health programs in differe
groups.
Purpose: To find trends among differing socioeconomic groups re
production and home food consumption, and how these variables
1965 to 2008.
Methods: A cross-sectional analysis was completed on data from
representing individuals across the country in 2007-2008, and 6 s
individuals over time. The source of food individuals consumed wa
compared to calculate a daily proportion of energy consumed for e
Some data was excluded if the content or source of a food was un
survey was weighted according to Census data of the years the su
Information about the amount of time spent preparing food was us
individual spent time preparing or cleaning up after the meal. Each
age group and income level was considered in order to classify in
middle or upper socioeconomic class.
Results: Individuals have decreased the amount of time spent at
foods, as well as the amount of food consumed at home. There ha
decrease in home food preparation and consumption from 1965-2
significant decline was seen from 1965-1992. In 2007-2008 only 5
reported cooking from home and only 65-72% of food was eaten a
Conclusion: People spend less time cooking at home or eating a
in 1965. In order to encourage people to eat a healthy diet, educa
must be given.
Review Existing Mandates
Mandate of the organization/group with which you

are working
Legislation, regulations, and/or health policies
Professional standards and ethical guidelines
Political agendas
Mandates of potential partners and/or

competitors
(Summarize findings from 1-2 of the bullets listed to the left)
Write a 2-3 page community needs assessment using

the data collected above, using APA format & provide
(Attached)
In the Pascagoula School District, all managers and assistant man

ServSafe certified and certified in Mississippi Department of Educ
All food service employees of the school district must complete a
training program. This program educates new employees on custo
teamwork and places an emphasis on improving leadership, mana
communication skills.The high employee turnover rate is the reaso
automatically trained prior to starting work. All employees, howeve
in the facilities in substitute positions for absent employees. Emplo
for hire if they demonstrate good work performance. Formal traini
employees are offered a permanent position. And then when does
begin?
a reference list
Write 3 PES statements that summarize the priority
issue and tie with the information collected in the
community needs assessment.
1. Inadequate food safety knowledge RT limited employee train

high employee turnover rate, delayed initial training following emp
required training program for all employees related to Point of Sal
to food safety)
2. Limited adherence to food safety practice RT lack of value of
inappropriate food safety practices AEB research indicating that in
knowledge does not necessarily correlate with food safety behavio
3.
Inadequate enforcement of Offer Versus Serve (O
knowledge regarding the importance of OVS AEB key inform
desire to increase knowledge of OVS Policies
Step 2: Define Program Goals & Objectives* (add additional goals/objectives as needed)
Goal 1
Promote food safety knowledge and behaviors.
Objective 1a.
Improve food safety knowledge of foodservice

employees according to a 10% improvement between
pre-test and post-test scores on food safety knowledge
assessments.
Objective 1b.
Improve foodservice safety behaviors in foodservice

employees by documentation of an observed 10%
increase in proper food safety behaviors through food
safety behavior assessment.
Goal 2
Improve compliance with OVS policies through

increasing knowledge of importance of OVS policies.
Objective 2a.
Ensure that 80% of employees have the ability to

recognize and enforce that a students meal tray has all
necessary components of a reimbursable meal.
Objective 2b.
Following the intervention, 90% of employees will score

80% or higher on the OVS post-test assessment.
Hints on writing objectives:
They should include the action or activity to be undertaken, the target population, an
indication of how success should be measured or evaluated, the time frame in which the
objectives will be met
The objectives should relate DIRECTLY back to the goal to help you determine if the goals
have been met
The PES statements should also relate to the goals and objectives
Based on the PES statements created in step 1 (specifically the signs and
symptoms) and the objectives list all of the data that you will need to collect and
how it will be collected before, during, and/or after the program.
In other words, how will you know if your program was a success?
Data/measure/monitor needed (list ALL data that you will need to collect as part of
your HPE project)
How will it be collected?

Interviews, pre-/post-test,
game, contest, anthropometric
data, demographic data, etc.
B
a
Assessment of Knowledge of Food Safety Practices
Pre and Post test
Be
Assessment of Food Safety behaviors
Pre and Post observation
Assessment of OVS knowledge
Pre and Post test

Assessment of OVS enforcement
10
Pre and Post observation
Health Promotion and Education Project Literature Review

Molly Chaffin
Lisa Christopher
Annie Marhula
Emily Marshall
The University of Southern Mississippi
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As technology advances, Americans continue to develop the need for speed and ease. In
the last 50 years, new inventions have created an opportunity for Americans to eliminate the task
of buying, preparing and eating foods while replacing this experience with the ease and
convenience of dining away from the home. Since 1965, a significant decrease has occurred in
the amount of time Americans spend preparing and eating food at home. In the years 2008-2009
only 54-57% of people reported cooking from home, and only 65-72% of foods eaten daily came
from home. This is a significant decrease from the 92% of women who cooked from home in
1965-1966 (Smith, Ng, & Popkin, 2009).
As more Americans follow the trend of dining out, meal preparation at home is declining.
Although many foodservice workers are knowledgeable about preparing and serving
convenience food items, the skills and knowledge necessary to prepare home cooked or scratch
meals is scarce. An increase in the knowledge of culinary skills and food safety is vital in
improving the foodservice system of public schools and the health of foodservice workers. Need
a transition sentence to get to the topic of foodborne illness. Poor food safety practices can lead
to foodborne illness,a great concern in foodservice operations, especially in school cafeterias.
The top risk factors of foodborne illnesses are directly related to unsafe practices in food
production, which includeimproper food holding (time and temperature), inadequate cooking,
cross contamination, poor employee hygiene, and procurement from unsafe sources (Food and
Drug Administration [FDA], 2009). According to a ten-year study conducted by the FDA, foods
were held at either an unsafe temperature or for an extended amount of time 27.5% of the time
during observations in over 800 foodservice operations. Poor personal hygiene and crosscontamination behaviors were observed almost 15% of behaviors. Inadequate cooking of the
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foods was observed 11.8%,, and unsafe food sources were used almost 4% of the time. This
study revealed that food safety training should be strongly emphasized and reviewed often in all
foodservice operations.
A study done by Manes, Liu and Dworkin (2013) assessed which areas foodservice
workers were lacking the most nutrition knowledge in order to create educational materials to
provide to foodservice workers. The survey assessed the knowledge of two different
demographics of foodservice workers, certified managers and non-certified employees to
compare differences in food handling knowledge. Although the average food handler knowledge
score was 72%, the majority of workers answered poorly to questions regarding storage and
cooking temperatures, cross-contamination and hygiene. English-speaking foodservice workers
scored higher on the majority of questions compared to Spanish-speaking employees (Manes,
Liu, Dworkin, 2013). A difference in knowledge was also noted between certified and noncertified employees. On average, certified managers scored between 1.42 and 3.6 points higher
on the survey than non-certified employees (Manes, Liu, Dworkin, 2013). In order to increase
food safety knowledge, educational materials and training sessions appropriate forSpanishspeaking populations should be created. Increasing the amount of employees that are foodservice
certified can also increase food safety knowledge, which should consequently lead to an
improvement in food safety practices.
Foodservice certification training is a necessity in foodservice operations; however,
employee knowledge of safe food practices does not always correlate to food safety behaviors.
Roberts et al. (2006) determined that although food safety training, specifically Servsafe training,
increased employee knowledge, compliance to the Servsafe guidelines did not significantly
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improve. Employees must not only understand the information, but also attribute value to these
actions by realizing the consequences of poor food safety practices. If employees realize the
importance of food safety, they may be more committed to following practices.
Frequent food safety training and compliance to learned behaviors are highly needed in
foodservice operations. Training techniques should be individualized to reach the learners, and
training should be reviewed often. Foodservice managers should also employ motivational
techniques to promote employee compliance for the prevention of foodborne illnesses.
The evaluation in a review study of various methodological strategies for food safety training for
foodservice employees used in 14 different studies found that hygiene was the topic most
frequently used in education. The training method most commonly used was training with
audiovisual media. The topic most commonly assessed in employees was hand washing. In each
study evaluated, more than one training method was used to teach employees about food safety
(Medeiros, Cavalli, Salay, & Proena, 2011). These results can be used to guide the curriculum
and methods for training programs in foodservice establishments.
Food safety, however, is not the only type of safety education which should be taught to
foodservice employees. Workplace safety is evidently an important concern in foodservice, as
well, as indicated by the rise from 2011 to 2012 in the number of foodservice employees with
work-related injuries and illnesses resulting in days off increasing from 0.8 to 0.9 out of 100
employees (United States Department of Labor, 2014). The kitchen can be a high-risk
environment, and foodservice employees should be taught proper procedures and appropriate
precautions for operating equipment, handling hot pans, lifting heavy items, and using sharp
knives.
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It is reported that less than 23% of Americans are consuming five servings of fruits and
vegetables each day. A contributing factor in this is the association of fruits and vegetables with
foodborne illnesses. These illnesses are often attributed to improper handling of food, improper
hygiene, poor sanitation, and cross-contamination (Brown & Herman, 2005).
Research investigating the improvement of food safety behaviors and fruit and vegetable
consumption indicates that an education program on fruit and vegetable preparation and cooking
skills along with food safety practices and general nutrient information can increase the
knowledge and skills of those who participate in these programs (Brown & Herman, 2005). This
is supporting evidence to research how food safety and cooking techniques can increase the
nutrition knowledge and health of foodservice employees. If such program is effective in both
youth and adults, it is necessary to evaluate the effectiveness of a similar program in foodservice
employees.
In addition, there is supporting evidence that nutrition education and cooking education
can improve nutrition knowledge. Cekal (2012) reported that following a nutrition education
session, cooks post-test scores increased significantly compared to their pre-test scores
regarding their nutrition-related knowledge. Therefore, after the education session, the cooks had
a greater knowledge of how the preparation and cooking of foods can impact the nutrients that
are either still intact or destroyed for the final product. These are positive results that support the
need for continuing research of how cooking and food safety education can improve the
foodservice workers outcomes both at their job and in their everyday lives.
All newly hired foodservice workers should receive immediate food safety training,
especially due to the high turnover rate in the foodservice industry. With a constant influx of new
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employees, there should be food safety policies and procedures in place to ensure adequate and
continued training of all workers. Training should not solely be focused on how to practice food
safety, but also why to practice food safety. Employee understanding of the harmful
consequences of poor food safety may increase their likeliness to follow food safety practices.
Step 3: Develop a Program Plan (Intervention/Nutrition Education Component)

Intervention Strategy
Conduct a Target
Contextual Analysis
How many people might
be involved?
At what times are the
potential participants able
to attend sessions?
What are the ages of the
potential participants?
What race, gender,
ethnicity, and social class
are the potential
participants?
What is the best way to
disseminate the
information to the
participants (based on type
of information and
demographic
characteristics of the
participants)?
Why do the potential
participants want to enroll
or be involved in the
program?
Are the potential
participants motivated to
learn this material, and if
so, what are the primary
Approximately 109 foodservice employees from the Pascagoula School District ar

involved in the project.
Participants will be able to attend the sessions between three and four oclock on F
Ages of the potential participants range from approximately 18 to 65 years of age.

Participants are male and female middle class workers of various ethnicities.
Based upon the information we wish to teach the participants, and based on their d
characteristics, the best way to relay this information to the foodservice staff is thr
inservices. These inservices will focus on two educational lessons and two hands o
Potential participants have incentive to participate because they will be required fo

paid for their time. Additionally, these education lessons will increase their knowle
of the importance and standards involved in food safety and offer versus serve guid
doing prize drawings to give some incentive for employees to participate as well a
The potential participants are motivated to learn this material in order to be produc
as be compliant with health codes and government regulation standards. The prima
they must fulfill their job requirements in order to get paid.

motivators?
What are the costs (for
example, for fees, loss of
job time, travel, and
childcare) to the potential
participants for attending
the program?
Instructional Plan
ssion Title(s)List the titles for
HPE project and the titles for
dual session
ate(s) and timeframe for
ation of the intervention
Objectives for EACH session
articipant will learn as a result of
he education or training session?
ld tie back to the program
These should be written as, The
s will
16
There are no fees to participants. The participants will attend the lessons during no
costs will be minimal for participants because the location of the project is in Pasc
will not be far from their place of work. Childcare costs may be increased to allow
the lessons. The participants will be getting paid to attend the session, so the partic
some of the travel and childcare costs.
Power and Performance: Winners Work is the title for the overall HPE project.
The implementation and education series will span over a one month period. Proposed date
February 6, 17, and 24. The session on the 24th will include 2 lessons because of time restr
(A minimum of 3 requiredthere are 5 major categories of learning outcomes: acquisition
knowledge, enhancement of cognitive skills, development of psychomotor skills, strengthe
problem-solving and finding capabilities, and changing attitudes, beliefs, values, and/or fe
Lesson 1 Learning Objectives:

- 70% of participants will be able to correctly identify the correct order of steps to use a thr
compartment sink on their post-test assessment.
- 70% of participants will correctly identify the danger zone on their post-test assessment.
- 70% of participants will correctly identify 70% of correct temperature questions on the po
assessment.
- Improve food-safety knowledge by 10% between pre-test and post-test scores of food safe
assessment.
Lesson 2 Learning Objectives:

-Learners will score an average of 10% higher from pre- and post-test scores regarding nutr
needs and obesity prevention in children.
-Learners will score an average of 10% high from pre- and post-surveys on the value of pro
healthy options for school lunch and likeliness to encourage fruit and vegetable intake in th
cafeteria.
-Learners will score an average of 10% higher on knowledge-based pre- and post-test ques
regarding offer versus serve guidelines.
-Learners will score an average of 10% high from pre- and post-surveys on the value of the
versus serve program and confidence in helping students select reimbursable meal compon
ctivities for EACH session
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Lesson 3, Part 1 Learning Objectives:

-90 % of the learners will be able to correctly identify the 5 food groups in OVS reimbursa
know the minimum and maximum number of food item selections and know the stipulation
creating a reimbursable meal.
-95% of the learners will be able to identify the meal components in food items that contain
more food components (casseroles, tacos, desserts with grains, etc.)
-85% of the learners will be able to visually identify meals that are considered reimbursable
-75% of learners will be able to state what component is missing from a reimbursable meal
Lesson 3, Part 2 Learning Objectives:
-85% of participants will score a 90% or higher on the assessment quiz.
-85% of participants will be able to identify all five steps of proper hand washing procedur
-85% of participants will be able to identify one way to prevent cross-contamination.
-85% of participants will be able to list two common food allergens.
Lesson 1 Proposed Activities:
An interactive activity at the opening session will require one volunteer to place the steps to
and sanitize in order and ask the audience if they agree or disagree with the volunteers ord
PowerPoint presentation will be used to improve knowledge of food safety workers. Quick
throughout the presentation will incorporate audience participation and reiterate main point
testing their knowledge. Participants will also have to take a post-test at the end of the sessi

The lesson will begin with a few interactive questions to engage the audience and help the
personally relate to the lesson being taught. The instructor will ask the audience to raise the
they have kids or have kids in their lives that they care a lot about. Learners will then be as
want said kids to be happy and healthy. Learners will then be shown the picture of MyPlate
and asked to raise their hand if their childs meals always look similar to these pictures. Thi
introduction will initiate the discussion that fruit and vegetable intake is often difficult for s
aged children.
Learners will be shown a short video detailing some national statistics on childhood obesity
Instructor will discuss the five food groups and why a varied diet containing appropriate se
from each food group and a variety of food items is important for children to meet nutrition
Photos will then be shown of unhealthy breakfast and lunch meals and the number of servin
each food group. These photos will illustrate that unhealthy breakfasts and lunches make m
recommended serving size for fruits and vegetables nearly impossible.
This will transition into discussing the importance of the offer versus serve program. The in
will discuss how offer versus serve allows students to select their meal components instead
all meal components necessary for reimbursement. By allowing the students to choose wha
prefer or what they think they will eat, this will cut down on food waste. Although students
select their components, they must select items from at least three of the five groups for
reimbursement. The students meal must also contain at least one serving (1/2 cup) of fruit,
juice, vegetables, or combined fruit and vegetable to qualify for reimbursement. Multiple fo
18
each food group may be offered, with the condition that students may select up to two item
food group. However, this reinforces the need for foodservice workers to recognize what fo
each item falls under and whether or not the meal qualifies for reimbursement.
The lesson will conclude with a choose this, not that game. Participants will be asked to r
child or children they thought of at the beginning of the lesson, and then select which meal
two options) they would prefer their child choose. Participants will be asked to call out A o
plate will be discussed briefly regarding nutritional content and food groups.
Lesson 3 Proposed Activity 1:

A trivia spin-off game will be played to assess the learners ability to demonstrate princip
learned in the previous lesson pertaining to OVS and the learners ability to recognize and c
trays that are considered reimbursable. Each round will serve as a round of trivia, and the
with the most points at the end of the game will receive a small prize. The learners will be a
at the tables in groups of 6. A dry erase board and marker will be given to each group. Each
will work as a team to do each assignment. After each question is asked, the group will hav
seconds to come up with an answer. The questions will be displayed on a projector at the fr
room. The interns and key informants will walk around the room to check the answers of ea
for correctness. After the interns and key informants check each question, the answer will b
and discussed with the group.
Round 1: Principles of OVS

Questions:
1.
Write out the 5 food groups used in offer versus serve.
2.
Give an example food in each food group.
3.
What are the minimum and maximum number of selections a child can put on their
during a meal?
4.
If a student chooses only 3 components, what component MUST be on their tray? W
serving size of that component?
5.
By allowing students to choose the items on their tray, what element is reduced? Or
OVS prevent?
Round 2: Combination dishes in OVS

Questions:
1.
What food groups are found in a taco (like the one on the screen)?
2.
Name a dish that contains more than 1 food group.
3.
Name a dish that contains both a fruit and grain component.
4.
What food groups are found in a fruit and yogurt parfait?
5.
If a student chooses a dish that contains cup of vegetables in a mixed dish, does t
still need to select another item with either fruit or vegetables?
Round 3: Identify the reimbursable meal
t plan for EACH session (these

back to your objectives for each
19
Questions: For each question here, the food items on 3 trays will be listed, but only 1 will c
correct components of a reimbursable meal. Learners will have to write 1, 2, or 3 to show w
they choose as the reimbursable tray.
Round 4: Whats missing?

Questions: Each question in this round will list the items on a tray and the learners will hav
identify what food group is missing and what item they can offer the child.
Lesson 3 Proposed Activity 2: Hand Washing Demo

Ask for a volunteer from the audience to come up to the front of the class and demonstrate
teacher proper hand washing procedure. If there is no sink available, use two large bowls, t
soap dispensers, and paper towels and act out the procedure. Thank them for their partici
Lesson 3 Proposed Activity 3: Cross-Contamination Identification

Show a video of a foodservice worker who does not take any precautions in the kitchen to p
cross-contamination. After the video ends, ask audience what that individual did wrong. Th
what the person should have done instead to prevent cross-contamination.
Lesson 1 Assessment:
Informal: This will be assessed through observation of participants engagement in the sessi
volunteering for the activity, and answering the quick reviews.
Formal: The formal assessment will be a post-test that will be taken at the end of the sessio
questions will assess participants knowledge of the material presented in the session. Quest
included in the assessment pertain to the temperature danger zone; the proper steps in clean
sanitizing; and proper internal temperatures.
Informal- Engagement and participation during lesson by show of hands, nodding, answeri
questions. The closing activity will also assess whether or not learners have gained a basic
understanding of the food groups and reimbursable meals.
Formal-The formal assessment will be conducted by a post-test following the final lesson. T
test will ask questions regarding simple child nutrition and offer versus serve guidelines. Th
test will also contain a survey regarding the likeliness of learners to practice this knowledge
work environment. Questions will inquire of the learners likeliness to encourage fruit and
consumption and confidence in each individuals knowledge of the offer versus serve guide
80% of the participants will be expected to pass the post test with an 80% score or higher.
1. True/False: According to MyPlate, half of your plate should be filled with whole grains.
2. School age children need how many servings of vegetables per day?
20
a. 1-2
b. 2-3
c. 3-5
d. 6-7
3. True/False: The recommended servings of fruits and vegetables can easily be met in the
meal alone.
4. How likely are you to encourage fruit and vegetable intake to the students in the school c
Not Likely
Undecided
Somewhat Likely
Very likely
4. Which of the following is NOT true of offer versus serve?

a. Students are required to choose at least one serving (or cup) of fruit, fruit juice, and/o
vegetables.
b. Offer versus serve helps to prevent waste by allowing students to choose which items the
c. Students must select at least one item from all five food groups for a reimbursable meal.
d. Students may select up to two items from one food group as long as the meal has items f
least three food groups.
5. Which of the following represents your feelings regarding the following statement? The
versus serve guidelines are important for promoting nutritious school meals.
Strongly Disagree
Disagree
Neutral
Agree
S
Agree
Lesson 3, Part 1 Assessment:

Informal- The learners participation in the opening activity as well as the answers to the qu
the activity will allow the intern to asses how much the learners have learned throughout th
intervention.
Formal- The formal assessment will be conducted by a post-test following the final lesson.
test will ask situational questions and questions regarding offer versus serve guidelines. Th
will also contain a survey regarding the likeliness of learners to enforce this knowledge in t
environment. Questions will inquire of the learners likeliness to enforce students choice of
reimbursable trays and confidence in each individuals knowledge of the offer versus serve
guidelines. 80% of the participants will be expected to pass the post test with an 80% score

Informal - Ask questions at the end of the presentation to check audiences comprehension
Formal - Ask audience to complete a three-question, short answer quiz. The questions are a
time for each major part of the

tivity or activities to be completed
n for EACH lesson
21
Please list the five steps of proper handwashing.

Please describe two ways to prevent cross-contamination.
Please identify four common allergens in food.
Lesson 1 Time Schedule:
- 10 minutes for pre-test assessment
- 5 minute introduction/opening activity
- 30 minute presentation/review questions
- 5 minute closure/questions
- 10 minutes for post-test formal assessment
Lesson 2 Time Schedule:
-10 minute introduction/opening activity
-30 minute presentation/activity
-10 minute closure/questions
-10 minute formal assessment
Lesson 3, Part 1 Time Schedule:
-5 minute introduction
-20 minute trivia game/discussion of answers
-5 minute closure/ question and answer time
Lesson 3, Part 2 Time Schedule:
-5 minute introduction
-20 minute lesson/activities
-5 minute closure/question and answer time
Attach a copy of the lesson plan
Marketing the Program (The 4 Ps)

omprehensive description of the
Four education sessions (one hour each) will be conducted to all food service worker
providing knowledge and practice of food safety and offer versus serve. Two session
provide general information and practice of safe food handling, preparation, and dist
techniques. Two sessions will provide information on the offer versus serve program
requirements with practice recognizing reimbursable meals.
cost charged to the participants)
Employees will not be charged for the session, but will instead be paid hourly wage
session attended. Training will be a requirement for all food service employees, and
additional cost will be charged to the school district for the educational sessions prov
location must be consistent with the
Pascagoula School District Central Office Board Room
esign, audience, and budget)
(Strategies and materials aimed at
See Below
or increasing enrollment)
Marketing/Promotion Plan
rogram and Proposed Dates
ience
motional materials used to advertise (e.g.
r, posters, personal contacts, websites,
) and sample copies
or dissemination of promotional
Power and Performance: Winners Work

Cafeteria workers in Pascagoula School System
Posters for managers office
Flyers in school cafeteria kitchen
Emails from CNP to cafeteria managers to make announcements about meetings
Breakroom Bulletin Boards
January 23- begin distributing promotional materials to all school cafeterias
send email to key informants to send to cafeteria managers informing employees of m
January 30- send a second email to key informants to send to cafeteria managers info
employees of meetings
February 6th-send an email to key informants to send to cafeteria managers informin
employees of the first meeting that afternoon
February 13- send an email to key informants to send to cafeteria managers informin
employees of meeting that afternoon
February 20- send an email to key informants to send to cafeteria managers informin
employees of meeting that afternoon
Session 1 Lesson Plan: Hand Washing, Cross-Contamination Prevention, and Food

Allergies
Name of Intern: Emily Marshall
Setting: Pascagoula Family Interactive Center
Time Allotment: 30 minutes
Estimated Number of Learners: 109
I. Goals and Rationale (5 points)
II.
#
Goal
22
Rationale for Goal

1.
The goal of this lesson is to

promote food safety knowledge
and behaviors of foodservice
employees in the Pascagoula
School District.
23
Food safety knowledge is necessary in the

foodservice establishments to decrease the
spread of foodborne illnesses. There is a wide
variety of food safety practices, including hand
washing and cross contamination prevention.
Education should stress not only what
constitutes food safety, but why it is important to
adopt food safety practices. If the consequences
of improper food safety are not emphasized,
then individuals may not fully understand
implications, making behavior change less
likely.
I. Objectives (5 points)
II.
#
Objective
1.
By the end of the session, 85% of participants will score a 90% or higher on the assessment quiz.
2.
By the end of the session, 85% of participants will be able to list all five steps of proper hand
washing procedure.
3.
By the end of the session, 85% of participants will be able to describe one way to prevent crosscontamination.
4.
By the end of the session, 85% of participants will be able to list two common food allergens.
I. Teaching/Learning Procedures (5 points)

Motivation/Introduction
Start by introducing self and the topics for the lesson:

proper hand washing procedures, cross contamination,
and food allergies. Ask audience if they have ever gone to
a restaurant and noticed that the servers failed to wash
their hands at a critical time. Explain that some common
instances observed in commercial foodservice are
handling both money and food without washing hands in
between and sneezing without washing hands
immediately afterwards. Ask audience if they have ever
been to a foodservice establishment that was out of soap
in the bathroom, yet there is a sign that says employees
MUST WASH HANDS. Ask audience if these

experiences have made them think twice about going
back to that restaurant. Ask audience why washing hands
is important. Explain that washing hands can help to
prevent the spread of bacteria and foodborne diseases
(World Health Organization, n.d.). This is why it is
important to always wash hands during appropriate times
using the correct procedure.
Teaching/Learning Activities
1.
2.
3.
4.
5.
Begin PowerPoint slides that follow along with the

lesson. Ask audience if they can identify times when it is
necessary to wash hands. Explain that we should wash
hands:
before, while, and after preparing food
prior to eating
before and after taking care of a sick person
before and after treatment of cuts
after using the bathroom
after sneezing, coughing, or blowing nose
after handling trash (Centers for Disease Control and
Prevention, 2011)
in between touching soiled trays and clean trays
Ask audience how many steps are in the hand washing
process and if anyone can identify them. Explain each
step in the process while demonstrating each step.
Run hands under either warm or cold clean water, turn off
the water, and put soap on hands.
Rub hands together to completely lather hands with the
soap, including the back of hands, under nails, and in
between the fingers.
Scrub hands for a minimum of 20 seconds. Can time this
by humming or singing the Happy Birthday song two
times in a row.
Run hands under clean water until all soap is rinsed away.
Air dry hands or use a clean towel to dry them (Centers
for Disease Control and Prevention, 2011).
Note: NEVER wash hands in a sanitizer bucketonly
wash hands in a sink!
Ask for a volunteer from the audience to come up to the
front of the class and demonstrate with the teacher proper
hand washing procedure. If there is no sink available, use
two large bowls, two empty soap dispensers, and paper
towels and act out the procedure. Thank them for their
participation.
24

Next, explain that washing hands with soap and water is
the best way to decrease the amount of microorganisms
on hands. If soap and water are unavailable, then a hand
sanitizer consisting of at least 60 percent alcohol should
be used; however, it should be noted that hand sanitizers
do not remove all types of germs from the hands (Centers
for Disease Control and Prevention, 2011).
Introduce the next topic of cross-contamination
prevention. Explain that cross contamination is the
transference of microorganisms from one object to
another. Foodborne illness can occur if:
1. Contaminated foods are added to another food and that
food is not cooked
2. Contaminated food drips on or comes in contact with
foods that are ready-to-eat.
3. A person touches a contaminated food and then touches
another food that is ready-to-eat without washing their
hands in between.
4. A food that is ready-to-eat comes in contact with a
contaminated surface.
5. A contaminated towel touches or is used to clean
surfaces that will come in contact with food (National
Restaurant Association, 2010b).
Ask if anyone can name a way to prevent crosscontamination. Cross-contamination can be prevented by
using physical and procedural barriers. Physical barriers
are:
1. Color code or assign certain equipment (cutting boards,
containers, and utensils) for specific uses in the kitchen.
For example, a yellow cutting board can be used for raw
chicken, a purple cutting board can be used for raw beef,
and a pink cutting board can be used for produce.
2. Wash, rinse, and sanitize all surfaces, equipment, and
utensils after use.
Procedural barriers are:
1. Prepare raw meats/seafood at different times than
ready-to-eat foods if using the same work surface. For
example, potatoes can be peeled in the morning on a prep
table and raw hamburgers can be assembled on the same
prep table in the afternoon as long as the prep table and
25
utensils are cleaned and sanitized in between uses.

2. Choose ingredients more often that need minimal
preparation. For example, precooked meatballs instead of
raw beef pose less risk of cross-contamination (National
Restaurant Association, 2010c).
Next, show a video of a foodservice worker who does not
take any precautions in the kitchen to prevent crosscontamination. After the video ends, ask audience what
that individual did wrong. Then discuss what the person
should have done instead to prevent cross-contamination.
Introduce the last topicfood allergies. Ask audience to
define food allergy. Explain that it is a negative reaction
by the body to a certain protein. Reactions can start
immediately after contact with the protein or several
hours after contact. The most common food allergens are:
Milk and dairy products
Eggs and egg products
Fish and shellfish
Wheat
Soy and soy products
Peanuts and tree nuts (National Restaurant Association,
2010a)
Ask audience why it is important to be aware of the most
common food allergens and know what menu items
contain them. Explain that symptoms of food allergies
can be very serious, even life-threatening. Symptoms may
include itching, tightening of the throat, wheezing,
shortness of breath, hives, swelling in the eyes, face,
hands, or feet, abdominal cramps, vomiting, diarrhea,
unconsciousness, and death. Foodservice employees can
help prevent allergic reactions from occurring. Service
staff should be able to communicate to customers any
items on the menu that contain potential allergens. Staff
should be able to:
Explain to customers how a menu item is made and
mention the inclusion of sauces, marinades, and garnishes
which may have allergens
Note any secret ingredients which may have potential
allergens.
If a customer has an allergy and is concerned, suggest
simpler foods on the menu for them to order. The simpler
foods will have fewer ingredients and it will be easier to
26
27
pinpoint the presence of potential allergens in these foods

Kitchen staff must be careful not to transfer an allergen
from one food to a food that does not contain the allergen.
Cross-contact can occur if different foods are cooked in
the same fryer oil or food is placed on surfaces that have
come in contact with allergens. Kitchen staff should:
Wash, rinse, sanitize all cookware, equipment, and
utensils prior to food preparation
Wash hands and change gloves prior to food preparation
Use specific equipment to prepare food for customers
with food allergies (National Restaurant Association,
2010a)
Closure
Summarize main points, ask if there are any questions,

and thank audience for their participation. Pass out quiz.
Once audience has completed the quiz, pick up the quiz
and pass out the handouts which include main points
from the lesson.
Informal Assessment
Ask questions to check understanding throughout the

lesson.
Formal Assessment
Pass out the quiz (copy provided below). The quiz will
assess the participants knowledge of the steps of proper
hand washing, how to prevent cross contamination, and
common food allergens.
II. Materials/Media (5 points) (attach a sample)

Cross-contamination video
Pens/pencils
2 Large bowls
Computer
2 Empty soap dispensers
Projector
Paper towels
Quizzes
Handouts
Assessment of Participants Learning (5 points) (attach sample and summarize results)

Quiz
1. Please identify the 5 steps of proper hand washing:
a. Lather, rinse, dry
28
b. Wet, lather, scrub for 20 seconds, rinse, air dry

c. Sanitize and rinse
d. Wet, lather, scrub for 10 seconds, rinse, air dry
2. Jill is getting ready to prepare a chicken Cobb salad. Please identify one way Jill can prevent
cross-contamination:
a. Prepare the salad and raw chicken on opposite ends of the cutting board.
b. Prepare the raw chicken first on the cutting board, and then chop the ingredients for the
salad on the cutting board.
c. Use two separate, color-coded cutting boards for the raw chicken and the salad
ingredients.
d. Rinse the cutting board after prepping the raw chicken and before prepping the salad.
3. Please identify two common allergens in food:
__________________________________________________
__________________________________________________

Thank you for your participation!!!
29
30
Session 2 Lesson Plan: Cleaning & Sanitizing and Temperature Control

Name of Intern: Annie Marhula
Setting: Pascagoula Community Center
Time Allotment: 60 minutes
I.
#
1.
II.
#
1.
2.
3.
4.
III.
Goals and Rationale

Goal
Promote food safety knowledge and
behaviors regarding cleaning and
sanitizing along with temperature
control.
Rationale for Goal

Key informant Ms. Steinberger recognized a need for
cafeteria employees in the Pascagoula School District to
increase their knowledge and behaviors of proper food
safety practices and behaviors.
Objectives
Objective
70% of participants will be able to correctly identify the correct order of steps to use a threecompartment sink on their post-test assessment.
70% of participants will correctly identify the danger zone on their post-test assessment.
70% of participants will correctly identify 70% of correct temperature questions on the post-test
assessment.
Improve food-safety knowledge by 10% between pre-test and post-test scores of food safety
assessment.
Teaching/Learning Procedures
I. Introduce self. Our series of lessons called Power &

Performance: Winners Work. By the end of this session I hope
you feel comfortable and confident with your knowledge and
ability to apply the skills and practices we will discuss to day
about cleaning and sanitizing along with temperature control.
II. Interactive Activity:
a. Ask one volunteer to come up and place the steps to
clean and sanitize in the correct order.
b. Ask the rest of the participants if they think the person
put the steps in the correct order.
c. Thank the volunteer for coming up.
III. Overall, this presentation will cover information and practices
Closure
Informal Assessment
Formal Assessment
IV.
31
on cleaning and sanitizing along with temperature control in

foodservice.
PowerPoint presentation will be used to improve knowledge of food
safety workers. Quick Reviews throughout the presentation will
incorporate audience participation and reiterate main points. Have
participants take post-test. Should have provided an outline of your
topics.
Ask participants what they learned and thank them for their time.
Throughout the PowerPoint the Quick Review questions will informally
assess participants knowledge.
Post-test about food safety practices and behaviors discussed in
presentation. Expand
Materials/Media (attach a sample)
Paper cards: Scrape and

remove food bits from the
surface, wash the surface,
rinse the surface, sanitize the
surface, allow surface to air
dry.
PowerPoint
computer/projector
Pens and pencils for quiz
V.
Assessment of Participants Learning (attach sample)
Power & Performance: Winners Work
Pre-test
True or False
1. _____ A whole turkey should be cooked to a minimum internal cooking temperature of
165 F for 15 seconds.
2. _____ Hamburger patties should be cooked to a minimum internal cooking temperature
of 135F for 15 seconds.
3. _____ A steak should be cooked to a minimal internal temperature of 155F for at least
15 seconds.
4. _____ The 2nd compartment in the three-compartment sink is used to rinse items.
5. _____ Time-temperature abuse can occur when food is cooked to the proper minimum
internal temperature.
6. _____ After cleaning and sanitizing items in a three-compartment sink they must be
wiped dry with a clean cloth.
Place the steps in order:
_____ Scrape or remove food
_____ Allow surface to air dry
_____ Rinse the surface
_____ Wash the surface
_____ Sanitize the surface
Multiple Choice:
1. _____ Water in the sink used for washing should be replaced when
a. it feels too hot
b. it becomes dirty
c. the water level is at the top of the sink
d. it is diluted with bleach
2. _____ Chicken should be cooked to an internal temperature of
a. 135 F for 15 seconds
b. 155 F for 15 seconds
c. 165 F for 15 seconds
d. 145 F for 15 seconds
3. What is the temperature danger zone?
a. 41 F to 135 F
b. 41 F to 0 F
c. 30 F to 40 F
d. 140 F to 165 F
4. Time temperature abuse can occur with all of the following EXCEPT:
a. Food is not cooked to proper minimum internal temperature
b. Food is not held at proper temperature
c. Food is cooled or reheated inappropriately
d. Food temperature is held outside of the danger zone
Fill in the blank
1. What is one way to avoid time-temperature abuse? _______________________
32
33
2. What temperature should the water be when thawing foods? __________________

3. How many hours do you have total to cool TCS food from 135 F to 41 F?
____________________
Power & Performance: Winners Work

Post-test
True or False
7. _____ A whole turkey should be cooked to a minimum internal cooking temperature of
165 F for 15 seconds.
8. _____ Hamburger patties should be cooked to a minimum internal cooking temperature
of 135F for 15 seconds.
9. _____ A steak should be cooked to a minimal internal temperature of 155F for at least
15 seconds.
10. _____ The 2nd compartment in the three-compartment sink is used to rinse items.
11. _____ Time-temperature abuse can occur when food is cooked to the proper minimum
internal temperature.
12. _____ After cleaning and sanitizing items in a three-compartment sink they must be
wiped dry with a clean cloth.
Multiple Choice:
5. _____ Water in the sink used for wasing should be replaced when

a.
b.
c.
d.
it feels too hot

it becomes dirty
the water level is at the top of the sink
it is diluted with bleach
6. _____ Chicken should be cooked to an internal temperature of

7. What is the temperature danger zone?
a. 41 F to 135 F
b. 41 F to 0 F
c. 30 F to 40 F
d. 140 F to 165 F
8. Time temperature abuse can occur with all of the following EXCEPT:
a. Food is not cooked to proper minimum internal temperature
b. Food is not held at proper temperature
c. Food is cooled or reheated inappropriately
d. Food temperature is held outside of the danger zone
Fill in the blank
4. What is one way to avoid time-temperature abuse? _______________________
5. What temperature should the water be when thawing foods? __________________
6. How many hours do you have total to cool TCS food from 135 F to 41 F?
____________________
a. Pre-test
i. Key:
ii. T, F, F, T, F, F
iii. Step 1: Scrape or remove food
iv. Step 2: Wash the surface
v. Step 3: Rinse the surface
vi. Step 4: Sanitize the surface
vii. Step 5: Allow surface to air dry
viii. B, C, A, D,
ix. Monitor, Proper tools, Record, Time-temp control, or corrective actions
x. 70 degrees or less
xi. 6 hours
34

b. Post-test
i. Key:
ii. T, F, F, T, F, F
iii. Step 1: Scrape or remove food
iv. Step 2: Wash the surface
v. Step 3: Rinse the surface
vi. Step 4: Sanitize the surface
vii. Step 5: Allow surface to air dry
viii. B, C, A, D,
ix. Monitor, Proper tools, Record, Time-temp control, or corrective actions
x. 70 degrees or less
xi. 6 hours
35
Scrape
and
remove
food bits
36
from the
surface
37
Wash the
surface
38
Rinse the
surface
39
Sanitize
the
surface
40
Allow
surface to
air dry
41
42
Session 3 Lesson Plan: Healthy Eating with Offer Versus Serve

Name of Intern: Molly Chaffin
Setting: Pascagoula Community Center
Time Allotment: 1 hour
VI.
Goals and Rationale (5 points)
#
1.
Goal
Learners will gain understanding on
the importance of nutritious meals and
healthy food choices in school
foodservice programs.
2.
Learners will better understand the

basic concepts of offer versus serve
and gain value and understanding of
the necessity of its proper
implementation.
VII.
#
1.
2.
3.
4.
Rationale for Goal

Proper nutrition for children is extremely important in
promoting adequate growth, maintaining health, and
preventing childhood obesity. Many children, especially in
low-income areas, consume 2/3 of their daily meals at
school; therefore, cafeteria meals play the largest role in a
childs dietary intake. Healthy meals should be provided in
schools to promote proper nutrition and health in schoolaged children.
Basic guidelines of offer versus serve (OVS) must be
understood to be able to effectively enact the program and
help students select reimbursable meals. The rationale for
implementation of the offer versus serve program must be
well understood to gain value for the program. If
foodservice workers do not value the program and
understand the need for this program, implementation will
be less effective.
Objectives (5 points)
Objective
Learners will score an average of 10% higher from pre- and post-test scores regarding
nutritional needs and obesity prevention in children.
Learners will score an average of 10% high from pre- and post-surveys on the value of
promoting healthy options for school lunch and likeliness to encourage fruit and vegetable
intake (according to the OVS regulations) in the cafeteria.
Learners will score an average of 10% higher on knowledge-based pre- and post-test questions
regarding offer versus serve guidelines.
Learners will score an average of 10% high from pre- and post-surveys on the value of the offer
43
versus serve program and confidence in helping students select reimbursable meal components
VIII. Teaching/Learning Procedures (5 points)
Closure
The lesson will begin with a few interactive questions to engage the
audience and help the learners personally relate to the lesson being
taught. The instructor will ask the audience to raise their hand if they
have kids or have kids in their lives that they care a lot about. Learners
will then be asked if they want said kids to be happy and healthy.
Learners will then be shown the picture of MyPlate examples and asked
to raise their hand if their childs meals always look similar to these
pictures. This introduction will initiate the discussion that fruit and
vegetable intake is often difficult for school aged children.
Learners will be shown a short video detailing some national statistics
on childhood obesity. Instructor will discuss the five food groups and
why a varied diet containing appropriate servings from each food group
and a variety of food items is important for children to meet nutritional
needs. Photos will then be shown of unhealthy breakfast and lunch
meals and the number of servings from each food group. These photos
will illustrate that unhealthy breakfasts and lunches make meeting the
recommended serving size for fruits and vegetables nearly impossible.
This will transition into discussing the importance of the offer versus
serve program. The instructor will discuss how offer versus serve
allows students to select their meal components instead of making all
meal components necessary for reimbursement. By allowing the
students to choose what they prefer or what they think they will eat, this
will cut down on food waste. Although students may select their
components, they must select items from at least three of the five
groups for reimbursement. The students meal must also contain at least
one serving (1/2 cup) of fruit, fruit juice, vegetables, or combined fruit
and vegetable to qualify for reimbursement. Multiple foods in each food
group may be offered, with the condition that students may select up to
two items from this food group. However, this reinforces the need for
foodservice workers to recognize what food groups each item falls
under and whether or not the meal qualifies for reimbursement.
The lesson will conclude with a choose this, not that game.
Participants will be asked to recall the child or children they thought of
at the beginning of the lesson, and then select which meal (between two
options) they would prefer their child choose. Participants will be asked
to call out A or B. Each plate will be discussed briefly regarding
nutritional content and food groups.

Informal Assessment
Formal Assessment
IX.
44
Engagement and participation during lesson by show of hands, nodding,

answering questions. Closing activity will also assess whether or not
learners have gained a basic understanding of the food groups and
reimbursable meals.
The formal assessment will be conducted by a post-test following the
final lesson. This post test will ask questions regarding simple child
nutrition and offer versus serve guidelines. This post-test will also
contain a survey regarding the likeliness of learners to practice this
knowledge in their work environment. Questions will inquire of the
learners likeliness to encourage fruit and vegetable consumption and
confidence in each individuals knowledge of the offer versus serve
guidelines. 80% of the participants will be expected to pass the post test
with an 80% score or higher.
Materials/Media (5 points) (Sample attached)
Computer
Internet Access
Projector
Quizzes (pre/post) 200 (sample attached)
Pens (100)
45
Offer Versus Serve (OVS) Pre/Post Quiz

1. True/False: According to MyPlate, half of your plate should be filled with whole grains.
2. School age children need how many servings of vegetables per day?
a. 1-2
b. 2-3
c. 3-5
d. 6-7
3. True/False: The recommended servings of fruits and vegetables can easily be met in the dinner meal alone.
4. How likely are you to encourage fruit and vegetable intake to the students in the school cafeteria?
Not Likely
Somewhat Likely
Very likely
Undecided
5. Circle the meal that meets the OVS guidelines?
6. Which of the following represents your feelings regarding the following statement? The offer versus serve
guidelines are important for promoting nutritious school meals.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree

Session 4 Lesson Plan: Application and Problem Solving of OVS
Name of Intern: Lisa Christopher
Setting: Family Interactive Center, Pascagoula, MS
Time Allotment: 30 minutes (combined session with another intern).
I.
Goals and Rationale (5 points)
Goal
Rationale for Goal
1.
Learners will demonstrate

understanding of basic principles
of OVS policies
In addition to knowing and understanding the

policies of OVS, foodservice workers need to
be able to enforce these policies in order for the
school to be reimbursed for the meals that are
served in the cafeteria.
2.
Learners will demonstrate ability

to differentiate between the 5
meal components of OVS
The 5 meal components that make up OVS

reimbursable meals can sometimes be confusing
because one food may contain 2 components.
Employees need to be able to know which foods
count as a reimbursable component for each
meal.
3.
Learners will be able to identify

reimbursable meals
Putting together all the components of a meal

that is reimbursable for OVS can be confusing,
especially when there are several options.
Employees need to be able to quickly identify a
meal as students pay for their meals.
4.
Learners will be able to identify

the missing components of a
reimbursable meal
Employees should be trained to be able to tell

students which components of a meal are
missing. If a student tries to take a meal that is
missing a reimbursable component, the
foodservice worker needs to be able to quickly
identify what components are missing so the
student can fix his meal and check out.
II.
Objectives (5 points)
46
47
Objective
1.
90 % of the learners will be able to correctly identify the 5 food groups in OVS reimbursable
meals, know the minimum and maximum number of food item selections and know the
stipulations for creating a reimbursable meal.
2.
95% of the learners will be able to identify the meal components in food items that contain
one or more food components (casseroles, tacos, desserts with grains, etc.)
3.
85% of the learners will be able to visually identify meals that are considered reimbursable.
4.
75% of learners will be able to state what component is missing from a reimbursable meal.
III.
Teaching/Learning Procedures (5 points)
Each learner will be given pencil and a piece of paper that

has a picture of a compartmentalized tray on it. The
learners will be asked to fill in the compartments of the
tray will food items that they think fit the criteria for a
reimbursable meal. After 1 minute, 3 learners will be
chosen to share what they wrote on their tray. If an
employee shares the items on their tray, and a component
of the reimbursable meal is missing, the intern will ask the
group what component is missing. This will give an
opportunity for the crowd to interact and share with the
group an item that would fulfill the requirements for a
reimbursable tray.
Teaching/Learning
Activities
A trivia spin-off game will be played to assess the

learners ability to demonstrate principles learned in the
previous lesson pertaining to OVS and the learners ability
to recognize and create trays that are considered
reimbursable. Each round will serve as a round of trivia,
and the group with the most points at the end of the game
will receive a small prize. The learners will be asked to sit
at the tables in groups of 6. A dry erase board and marker
will be given to each group. Each group will work as a
team to do each assignment. After each question is asked,
the group will have 30 seconds to come up with an answer.
The questions will be displayed on a projector at the front
of the room. The interns and key informants will walk

around the room to check the answers of each team for
correctness. After the interns and key informants check
each question, the answer will be shared and discussed
with the group.
Questions:
1.
Write out the 5 food groups used in offer versus
serve.
2.
3.
What are the minimum and maximum number of
selections a child can put on their plate during a meal?
4.
If a student chooses only 3 components, what
component MUST be on their tray? What is the serving
size of that component?
5.
By allowing students to choose the items on their
tray, what element is reduced? Or what does OVS prevent?
Questions:
1. What food groups are found in a taco (like the one on
the screen)?
2. Name a dish that contains more than 1 food group.
3. Name a dish that contains both a fruit and grain
component.
4. What food groups are found in a fruit and yogurt
parfait?
5. If a student chooses a dish that contains cup of
vegetables in a mixed dish, does that student still need to
select another item with either fruit or vegetables?
Questions: For each question here, the food items on 3
trays will be listed, but only 1 will contain the correct
components of a reimbursable meal. Learners will have to
write 1, 2, or 3 to show which tray they choose as the
reimbursable tray.
Questions: Each question in this round will list the items
48
49
on a tray and the learners will have to identify what food

group is missing and what item they can offer the child.
Closure
The group with the most correct answers will be given a

small prize. A time for any final questions will be allowed.
The post-test for the intervention will be distributed to
participants.
Informal Assessment
The learners participation in the opening activity as well

as the answers to the questions in the activity will allow the
intern to assess how much the learners have learned
throughout the intervention.
Formal Assessment
The formal assessment will be conducted by a post-test

following the final lesson. This post-test will ask
situational questions and questions regarding offer versus
serve guidelines. This post-test will also contain a survey
regarding the likeliness of learners to enforce this
knowledge in their work environment. Questions will
inquire of the learners likeliness to enforce students
choice of reimbursable trays and confidence in each
individuals knowledge of the offer versus serve
guidelines. 80% of the participants will be expected to pass
the post test with an 80% score or higher.
IV.
Materials/Media (5 points) (attach a sample)
Projector
Dry Erase Board
Screen
Markers
Tables
Tray component Sheet
Chairs
Pencils
Small Prizes
Steps 4/5: Management System

Budget
Budget (see below)

Budget justificationfor each item in the budget,
complete a narrative explaining the rationale for the
item(s)
Potential funding sourceswrite a summary of the type

of funding that is required to achieve the goals and
objectives of your project
Grant application/description
50
The two large plastic bowls will act as hand sinks for the teache
the hand washing demonstration. The ducky soap dispenser wil
during the hand washing demonstration to pump the imaginary
the teacher and volunteer to dry their hands at the end of the
used to show the class how to properly use the thermometer. Th
used for the OVS Trivia game. Participants will be divided into
white board and one marker to write the answers to the questio
sheets will be used for audience members to label a tray that m
handout and food safety handout will be used as reference mate
post-tests will be used to assess the knowledge of the audience
determine if the presentation is effective. The pens will be used
post-assessments. The salaries for the Child Nutrition Director,
foodservice employees will be for their time spent during the p
travel costs for the teachers (interns) to the Pascagoula School D
refreshments and cookies will be snacks for the audience. The c
audience members who volunteer during the presentation and t
Game. The office space rental will secure the appropriate locati
Pascagoula School District Central Office. The utilities will inc
during the presentation to allow for a comfortable, well lit envi
Because the goals and objectives of this project concern food sa
district participating in the National School Lunch Program (N
Program (NSBP), possible funding sources would be food com
Department of Agriculture (USDA) who are interested in prom
meals that resemble the MyPlate model. The Champions for He
Mills Foundation awards grants to organizations that promote h
for children and their parents. The goal of the foundation is to b
registered dietitians and students to encourage healthy eating an
children ages two to eighteen.
Attach
Sample Budget
Expenses
Salaries and wages (list specific positions below)
(Average wage for 4 hours
Child Nutrition Director
based on salary)
(Average wage for 4 hours
Assistant Child Nutrition Director
based on salary)
$29/each (4 hours @
Employees (87)
$7.25/hr)
$255.00
$215.00
$2,523.00
Travel
Air fare
Mileage (total miles X
$.55)
$141.02

Hotels
Meals
Other ground transportation
Equipment and supplies (list items below)
White Boards
10
Markers
5 packs
Pens
4 packs
Bowls
2
Ducky Soap Dispenser
1
Thermometer (lent item)
1
Paper Towels
1
Education Materials (list items below)
Pre and Post Tests
600 copies
Plate Activity Sheets
200 copies
Hand washing Handout
100 copies
Food Safety Handout
100 copies
Miscellaneous Costs
Refreshments and Cookies
Candy
Office Space Rental
Utilities
Other indirect costs
Total Expenses
51
$10.00
$5.00
$4.00
$2.00
$1.00
$0.00
$1.00
$8.00
$2.66
$1.33
$1.33
$30.00
$5.00
$249
$4.71
$0.00
$3,459.05
Champions for Healthy KidsGrant Application

Note:
Only online applications will be accepted. Visit www.eatright.org/foundation/championgrants
to access the grant application and learn more about previously funded programs. Online
applications are due Friday, January 23, 2015 at 5pmCST.
Eligibility Quiz
Does your organization refrain from discrimination in its provision of service, in particular along
lines of race, color, religious affiliation, sex, sexual orientation, gender identity, age, disability,
physical appearance, national origin, language, educational background, and veteran status?
(Select Yes, we affirm the policy or No, we do not affirm the policy)
Select One:
Yes
No
<next page>
Before You Begin

Championsfor Healthy KidsProgramOverview
For more than a decade, the Academy of Nutrition and Dietetics Foundation and the
General Mills Foundation have partnered to improve youth nutrition and physical activity
behaviors across the country. The goal of the Champions grants program is to encourage
communities in the United States to partner with Registered Dietitian Nutritionists to
improve the eating and physical activity patterns of youth, ages 2-18. Using a competitive
process, fifty grants of $20,000 each will be awarded to non-profit organizations working
with/in communities that demonstrate the greatest need and likelihood of sustainable
impact on youth nutrition and physical activity behaviors through effective programming
resulting in positive outcomes.
Important Tips:
Applications must be submitted by Friday, January 23, 2015 at 5pm Central Standard
Time.
Internet Explorer is the preferred browser for this online application.
Limit your use of bullets and other formatting.
It is highly recommended to utilize the Guide for Effective Nutrition Interventions and
Education (GENIE) as a tool to help strengthen your application. You can access GENIE
here sm.eatright.org/GENIE.
Log into your account here to access saved and submitted applications. Please save this
link to your web browser for easy access.
Add mail@grantapplication.com to your safe senders list to ensure you receive all
system communications.
Step 6: Implement the Intervention
52

Content Area
Course/Session
Title(s)List the
titles for the
overall HPE
project and the
titles for each
individual session
Proposed date(s)
and timeframe for
implementation of
the intervention
Proposed Intervention (Copy from Step 3)

Power and Performance: Winners Work is the
title for the overall HPE project.
Individual Presentation Topics:
Sanitizing & Temperatures

Healthy Eating with Offer Versus Serve
OVS Trivia
Hand washing, Cross Contamination
January 23- begin distributing promotional
materials to all school cafeterias
send email to key informants to send to cafeteria
managers informing employees of meetings
January 30- send a second email to key informants
to send to cafeteria managers informing employees
of meetings
February 6th-send an email to key informants to
send to cafeteria managers informing employees
of the first meeting that afternoon
February 13- send an email to key informants to
of meeting that afternoon
February 20- send an email to key informants to
of meeting that afternoon
53
Actual Intervention
Power and Performance: Winners Wor
overall HPE project.
Individual Presentation Topics:
Hand washing, Cross Contamin

and Food Allergies
Sanitizing & Temperatures
Healthy Eating with Offer Vers
OVS Trivia
December 17- Two interns visited 1 ele

1 high school cafeteria to observe cafe
managers.
- Pre-intervention survey d
school cafeteria managers in the
currier
December 17 January 6 Pre-interve

collected between these dates
January 6- 7:30am- 11:30am - Power a
Winners Work Inservice 1
- 12:00pm- 4:00pm Pow

Winners Work Inservice 2
- All Pre-Intervention Sur
due/collected on this date
February 20- Post-Intervention survey d

managers at each school via mail currie
March 20- Two interns visit 1 elementar
school cafeteria to observe cafeteria st
- Post-intervention survey
this date
Proposed activities
for EACH session

An interactive activity at the opening session will
require one volunteer to place the steps to clean
and sanitize in order and ask the audience if they
agree or disagree with the volunteers order. A
PowerPoint presentation will be used to improve
knowledge of food safety workers. Quick Reviews
throughout the presentation will incorporate
audience participation and reiterate main points by
testing their knowledge. Participants will also have
to take a post-test at the end of the session.
Lesson 1 Actual Activity 1: Hand Wa

A volunteer from the audience was aske
front of the room and demonstrate with
hand washing procedure. There was no
conference room, so the teacher used tw
empty soap dispenser, and paper towels
procedure with the volunteer, while ask
appropriate steps throughout the activity
the audience was asked to sing the Hap
two times to demonstrate how long to s
teacher then thanked the volunteer for t

The lesson will begin with a few interactive
questions to engage the audience and help the
learners personally relate to the lesson being
Lesson 1 Actual Activity 2: Cross-Con

Identification
A video was shown of an individual wh
precautions in the kitchen to prevent cro

taught. The instructor will ask the audience to raise
their hand if they have kids or have kids in their
lives that they care a lot about. Learners will then
be asked if they want said kids to be happy and
healthy. Learners will then be shown the picture of
MyPlate examples and asked to raise their hand if
their childs meals always look similar to these
pictures. This introduction will initiate the
discussion that fruit and vegetable intake is often
difficult for school aged children.
Learners will be shown a short video detailing
some national statistics on childhood obesity.
Instructor will discuss the five food groups and
why a varied diet containing appropriate servings
from each food group and a variety of food items
is important for children to meet nutritional needs.
Photos will then be shown of unhealthy breakfast
and lunch meals and the number of servings from
each food group. These photos will illustrate that
unhealthy breakfasts and lunches make meeting
the recommended serving size for fruits and
vegetables nearly impossible.
This will transition into discussing the importance
of the offer versus serve program. The instructor
will discuss how offer versus serve allows students
to select their meal components instead of making
all meal components necessary for reimbursement.
By allowing the students to choose what they
prefer or what they think they will eat, this will cut
down on food waste. Although students may select
their components, they must select items from at
least three of the five groups for reimbursement.
The students meal must also contain at least one
serving (1/2 cup) of fruit, fruit juice, vegetables, or
combined fruit and vegetable to qualify for
reimbursement. Multiple foods in each food group
may be offered, with the condition that students
may select up to two items from this food group.
However, this reinforces the need for foodservice
workers to recognize what food groups each item
falls under and whether or not the meal qualifies
for reimbursement.
The lesson will conclude with a choose this, not
that game. Participants will be asked to recall the
child or children they thought of at the beginning
of the lesson, and then select which meal (between
54
The teacher paused the video about thre

the audience what the individual did wr
teacher discussed with the audience wh
have done instead to prevent cross-cont
Lesson 2 Actual Activity:

An interactive activity at the opening se
volunteer to place the steps to clean and
and the audience was asked if they agre
the volunteers order. A PowerPoint pre
used to improve knowledge of food safe
PowerPoint discussed how and when to
food and non-food surfaces along with
including the danger zone, proper cooli
cooking temperatures, and when tempe
taken. Quick Reviews throughout the pr
incorporated audience participation and
points by testing participants knowledg
completed a post-test at the end of the s
Lesson 3 Actual Activities: The instru

audience to raise their hand if they hav
in their lives that they care a lot about a
these kids to be happy and healthy. Lea
shown pictures of MyPlate examples an
their hand if their childs meals always l
pictures. This facilitated a discussion of
school-aged children.
Learners were then shown a short vide
national statistics on childhood obesity.
discussed the five food groups and why
containing appropriate servings from ea
a variety of food items is important for c
nutritional needs. Photos were shown o
breakfast and lunch meals and the num
meal contributes from each food group

two options) they would prefer their child choose.
Participants will be asked to call out A or B. Each
plate will be discussed briefly regarding nutritional
content and food groups.
Lesson 3 Proposed Activity 1:
A trivia spin-off game will be played to assess
the learners ability to demonstrate principles
learned in the previous lesson pertaining to OVS
and the learners ability to recognize and create
trays that are considered reimbursable. Each round
will serve as a round of trivia, and the group
with the most points at the end of the game will
receive a small prize. The learners will be asked to
sit at the tables in groups of 6. A dry erase board
and marker will be given to each group. Each
group will work as a team to do each assignment.
After each question is asked, the group will have
30 seconds to come up with an answer. The
questions will be displayed on a projector at the
front of the room. The interns and key informants
will walk around the room to check the answers of
each team for correctness. After the interns and
key informants check each question, the answer
will be shared and discussed with the group.
Questions:
1.
Write out the 5 food groups used in offer
versus serve.
2.
3.
What are the minimum and maximum
number of selections a child can put on their plate
during a meal?
4.
If a student chooses only 3 components,
what component MUST be on their tray? What is
the serving size of that component?
5.
By allowing students to choose the items
on their tray, what element is reduced? Or what
does OVS prevent?
55
illustrated that unhealthy breakfasts an

meeting the recommended serving size
vegetables nearly impossible.
The speaker then transitioned into disc
importance of the offer versus serve pr
instructor discussed how offer versus s
to select their meal components instead
components necessary for reimbursem
The lesson concluded with a few exam
breakfast and lunch meals. The particip
determine if these meals contained the
components for reimbursement. The ju
reimbursement was discussed for each
an opportunity for questions prior to the
Lesson 4 OVS Trivia Actual Activit

Each participant received a piece of pap
component tray picture on it. In order to
participants understanding of what a rei
looks like, each participant was asked to
that meets the OVS guidelines for a reim
Participants were given 5 minutes to wr
papers. After the allotted time, 3 partici
share what foods they wrote/drew on th
participants that shared chose meals tha
Participants were asked to write the nam
their paper for data collection purposes.
was then collected as data.

Questions:
1.
What food groups are found in a taco (like Lesson 4 OVS Trivia Actual Activit
A trivia spin-off game was played to
the one on the screen)?
2.
Name a dish that contains more than 1 food ability to demonstrate principles learned
lesson pertaining to OVS and the learne

group.
3.
Name a dish that contains both a fruit and
grain component.
4.
What food groups are found in a fruit and
yogurt parfait?
5.
If a student chooses a dish that contains
cup of vegetables in a mixed dish, does that
student still need to select another item with either
fruit or vegetables?
Questions: For each question here, the food items
on 3 trays will be listed, but only 1 will contain the
correct components of a reimbursable meal.
Learners will have to write 1, 2, or 3 to show
which tray they choose as the reimbursable tray.
Questions: Each question in this round will list the
items on a tray and the learners will have to
identify what food group is missing and what item
they can offer the child.
Lesson 3 Proposed Activity 2: Hand Washing
Demo
Ask for a volunteer from the audience to come up
to the front of the class and demonstrate with the
teacher proper hand washing procedure. If there is
no sink available, use two large bowls, two empty
soap dispensers, and paper towels and act out
the procedure. Thank them for their participation.
Lesson 3 Proposed Activity 3: CrossContamination Identification
Show a video of a foodservice worker who does
not take any precautions in the kitchen to prevent
cross-contamination. After the video ends, ask
audience what that individual did wrong. Then
discuss what the person should have done instead
to prevent cross-contamination.
56
recognize and create trays that are cons

Each round served as a round of trivi
the most points at the end of the game r
prize. The learners were asked to sit at t
of 6. A dry erase board and marker was
Each group worked as a team to do each
each question was asked, the group had
up with an answer. The questions were
projector at the front of the room. The i
informants walked around the room to c
each team for correctness. After the inte
informants checked each question, the a
and discussed with the group. The follo
questions for each round.
Round 1: Principles of OVS (Write our

question on the dry erase board)
Questions:
1.
Write out the 5 food groups used
serve.
2.
Give an example food in each fo
3.
What are the minimum and max
COMPONENTS a child can put on thei
meal?
4.
If a student chooses only 3 comp
component MUST be on their tray?
5.
By allowing students to choose
tray, what element is reduced? Or what
Round 2: Choose which tray is correct

1. Tray 1- Water, roll, macaroni and che
Tray 2- Entre salad, milk
Tray 3 Roll, macaroni and cheese, m
2. Tray 1- Peaches, Mixed vegetables, m
Tray 2- Taco, Milk, pudding
Tray 3- Taco, Spanish rice, milk, pud
3. Tray 1- Roll, ranch baked chicken, m
Tray 2- Green beans, ranch baked ch
Tray 3- Ranch baked chicken, puddin
4. Tray 1- French fries, milk
Tray 2- BBQ sandwich, milk
Tray 3- BBQ chicken sandwich, Fren
5. Tray 1- Chicken spaghetti, Texas toas
pudding
Tray 2- chicken spaghetti, Texas toas
Tray 3- Texas toast, glazed carrots, p
57

(If a tray is missing a component, write
suggest to the child to complete the tray
1. turkey wrap, ranch dressing, chi
2. chicken nuggets, mashed potato
3. soft taco, Spanish rice
4. fish nuggets, roll, milk, apple
Assessment plan
for EACH session
Informal: This will be assessed through
observation of participants engagement in the
session, volunteering for the activity, and
answering the quick reviews.
Formal: The formal assessment will be a post-test
that will be taken at the end of the session. The
questions will assess participants knowledge of the
material presented in the session. Questions
included in the assessment pertain to the
temperature danger zone; the proper steps in
cleaning and sanitizing; and proper internal
temperatures.
Informal: During the presentation, the a
when should people wash their hands an
steps to proper hand washing.
Formal: Before the presentation and at t
presentation, the audience was asked to
assessment and a post-assessment:
Informal- Engagement and participation during
lesson by show of hands, nodding, answering
questions. The closing activity will also assess
whether or not learners have gained a basic
understanding of the food groups and reimbursable
meals.
Formal-The formal assessment will be conducted
by a post-test following the final lesson. This post
test will ask questions regarding simple child
nutrition and offer versus serve guidelines. This
post-test will also contain a survey regarding the
likeliness of learners to practice this knowledge in
their work environment. Questions will inquire of
the learners likeliness to encourage fruit and
vegetable consumption and confidence in each
guidelines. 80% of the participants will be
expected to pass the post test with an 80% score or
higher.
2. Jill is getting ready to prepare a chick

Please identify one way Jill can preven
contamination:
a. Prepare the salad and raw ch
ends of the cutting board.
b. Prepare the raw chicken first
board,
and then chop the ingredie
the
cutting board.
c. Use two separate, color-code
the raw chicken and the sa
d. Rinse the cutting board after
chicken and before preppin
1. True/False: According to MyPlate, half of your
1. Please identify the 5 steps of proper

a. Lather, rinse, dry
b. Wet, lather, scrub for 20 seco
c. Sanitize and rinse
d. Wet, lather, scrub for 10 seco
3. Please identify two common allergen
Informal: This was assessed through ob
participants engagement in the session,
volunteer for the activity, and when par
the quick reviews.

plate should be filled with whole grains.
2. School age children need how many servings of
vegetables per day?
a. 1-2
b. 2-3
c. 3-5
d. 6-7
58
Formal: The formal assessment was a p

taken at the end of the session. The que
participants knowledge of the material
session. Questions included in the asses
temperature danger zone; the proper ste
sanitizing; and proper internal temperat
are the questions that were included in t
True or False
3. True/False: The recommended servings of

fruits and vegetables can easily be met in the
dinner meal alone.
4. How likely are you to encourage fruit and
vegetable intake to the students in the school
cafeteria?
Not Likely
Somewhat Likely
Very likely
Undecided
5. Which of the following is NOT true of offer
versus serve?
a. Students are required to choose at least one
serving (or cup) of fruit, fruit juice, and/or
vegetables.
b. Offer versus serve helps to prevent waste by
allowing students to choose which items they
prefer.
c. Students must select at least one item from all
five food groups for a reimbursable meal.
d. Students may select up to two items from one
food group as long as the meal has items from at
least three food groups.
13. _____ A whole turkey should b

minimum internal cooking temp
15 seconds.
14. _____ Hamburger patties should

minimum internal cooking temp
15 seconds.
15. _____ A steak should be cooked

internal temperature of 155F fo
seconds.
16. _____ Time-temperature abuse

is cooked to the proper minimum
temperature.

6. Which of the following represents your feelings

regarding the following statement? The offer
versus serve guidelines are important for
promoting nutritious school meals.
Strongly Disagree
Disagree
Neutral
Agree
Strongly
Agree
Informal- The learners participation in the opening

Multiple Choice:
9. _____ Water in the sink used fo

replaced when
a. it feels too hot
b. it becomes dirty
c. the water level is at the t
d. it is diluted with bleach

activity as well as the answers to the questions in
the activity will allow the intern to asses how
much the learners have learned throughout the
intervention.
Formal- The formal assessment will be conducted
by a post-test following the final lesson. This posttest will ask situational questions and questions
regarding offer versus serve guidelines. This posttest will also contain a survey regarding the
likeliness of learners to enforce this knowledge in
their work environment. Questions will inquire of
the learners likeliness to enforce students choice
of reimbursable trays and confidence in each
guidelines. 80% of the participants will be
expected to pass the post test with an 80% score or
higher.
Informal - Ask questions at the end of the
presentation to check audiences comprehension.
Formal - Ask audience to complete a threequestion, short answer quiz. The questions are as
follows:
Please list the five steps of proper handwashing.
Please describe two ways to prevent crosscontamination.
Please identify four common allergens in food.
59
10. _____ Chicken should be cooke

temperature of
11. What is the temperature danger

a. 41 F to 135 F
b. 41 F to 0 F
c. 30 F to 40 F
d. 140 F to 165 F
12. Time temperature abuse can occ

following EXCEPT:
a. Food is not cooked to pr
internal temperature
b. Food is not held at prope
c. Food is cooled or reheate
d. Food temperature is hel
danger zone
Fill in the blank
7. What is one way to avoid time-t

_______________________
8. What temperature should the wa

foods? __________________
9. How many hours do you have to

from 135 F to 41 F? ________
Lesson 3 OVS Actual Assessment:
1. True/False: According to MyPlate, h

should be filled with whole grains.
2. School age children need how many

vegetables per day?
a. 1-2
b. 2-3
c. 3-5
60
d. 6-7
3. True/False: The recommended serv

vegetables can easily be met in the din
4. How likely are you to encourage fruit

intake to the students in the school cafe
Not Likely
Very likely
Somewh
Un
5. Circle the meal that meets the OVS g
6. Which of the following represents yo

the following statement? The offer vers
are important for promoting nutritious s
Strongly Disagree Disagree
Agree
Strongly Agree
Lesson 4 OVS Trivia Actual Assess

Informal- The learners participation in t
activity as well as the answers to the qu
activity allowed the intern to assess how
participants learned throughout the inte
Formal- The formal assessment was con
paper trays and through accuracy of gro
trivia game. 90% of the participants we
write/dray the correct components of an
paper tray. It was expected that each gro
would be able to answer 80% of the que
61
game correctly. Results from the assess

pending.
62

What were your original goals and objectives for your education session? (list below)
Goal 1
Objective 1a.
Promote food safety knowledge and behaviors.

Improve food safety knowledge of foodservice employees accord
test and post-test scores on food safety knowledge assessments.
Improve foodservice safety behaviors in foodservice employees b
increase in proper food safety behaviors through food safety beha
Improve compliance with OVS policies through increasing know
Ensure that 80% of employees have the ability to recognize and e
necessary components of a reimbursable meal.
Following the intervention, 90% of employees will score 80% or
Objective 1b.
Goal 2
Objective 2a.
Objective 2b.
Briefly describe how you used these to develop your intervention evaluation.
Actual data collection:

What data did you actually monitor as
part of the intervention?
Learner knowledge regarding hand
washing
Learner knowledge regarding cross
contamination prevention
Learner knowledge regarding food
allergies
Learner knowledge regarding food
safety
Learner knowledge of proper
temperatures and sanitation steps.
Learner knowledge regarding child
nutrition offer versus serve (OVS)
Manager observation of employee
compliance with food service safety
and OVS guidelines.
How was the data collected?

You MUST provide copies of the actual data
collection instruments/evaluation forms.
Pre/Post Assessment (attached)a
What were the Results (please attach cop

Descriptive data (i.e. means, stan
See below
Pre/Post Assessment (attached) a
See below
Pre/Post Assessment (attached) a
See below
Pre/Post Assessment (attached)b
See below
Pre/Post Assessment (attached) b
See below
Pre/Post Assessment (attached)
See below
Pre/Post Evaluation (attached)
See below
These assessments are combined

These assessments are combined
*All pre-post assessments were the same before and after the inservice
b
Results of pre/post assessment
Key:
Improvement of scores/ Meets

goal
No Change in
scores
Decline in scores/ Does

not meet goal
Pre-Inservice data
Hand Washing, Cross Contamination
63
Pre test
# of correct
questions
Total # of participants = 82
# of participants
# of correct
questions
% of participants
0 = 0%
4%
0 = 0%
1 = 25%
3%
1 = 25%
2 = 50%
17
20%
2 = 50%
3 = 75%
30
37%
3 = 75%
4 = 100%
31
37%
4 = 100%
Post test
# of
partic
Sanitizing and
Temperatures
Pre test
# of correct
questions
# of participants
</= 25%
> 25% and </=
50%
>50% and </=
75%
> 75%
# of correct
questions
% of participants
Post test
# of
partic
19
21%
38
45%
</= 25%
> 25% and </=
50%
20
27%
>50% and </= 75%
7%
> 75%
Healthy Eating with Offer

Versus Serve
Pre test
# of correct
questions
# of participants
# of correct
questions
% of participants
0 = 0%
6%
0 = 0%
1 = 25%
22
26%
1 = 25%
2 = 50%
30
37%
2 = 50%
3 = 75%
21
26%
3 = 75%
4 = 100%
5%
4 = 100%
Post test
# of
partic
Opinion Questions
Pre test
How likely are you to encourage fruit and vegetable intake to the
students in the school cafeteria?
Post test
% of
Partic
% of Participants
No response
0%
No response
Not likely
1%
Not likely
Somewhat likely
7%
Somewhat likely
Very likely
92%
Very likely

Undecided
64
0%
Undecided
Which of the following represents your feelings regarding the following statement: "The offer versus serve guidelines are important for p
school meals."
% of
% of Participants
Partic
No response
Strongly
Disagree
1%
No response
2%
Strongly Disagree
Disagree
0%
Disagree
Neutral
7%
Neutral
Agree
49%
Agree
Strongly Agree
41%
Strongly Agree
Totals
Hand Washing, Cross

Contamination Prevention, and
Food Allergies
Average Pre
Test
Average Post
Test
Sanitizing and
Temperatures
Helathy Eating with

Offer Versus Serve
74%
58%
55%
62%
91%
79%
65%
78%
OVS Trivia
Group Number
Average
Combined Total
# of correct questions/14
Percentage correct
12
85%
14
100%
13
92%
11
78%
13
92%
14
100%
14
100%
11
78%
11
78%
10
10
71%
11
50%
12
57%
13
14
100%
11.7
83%
65
Data Collection tool for pre/post-survey of manager observations
SCHOOL/MANAGER____________________________
Please complete ASAP and return before holiday. Fill this out honestly,
as it will not affect you in any way but help us with training.
*In each category, please mark the box that represents how
YOUR STAFF, as a whole, follows proper food safety techniques in the
following areas without you intervening:
Task
Every time
Most of
the time
Rarely
Never
Clean/Sanitize any surface that touches food

Clean & Sanitize using proper steps and
equipment
Uses a three-compartment sink properly.
Take temperatures of ALL foods cooked AND
served that day- (including documenting prep,
serving, and cooling temperatures)
Cooks food to proper minimal internal
temperature (is knowledgeable of the temperature
food should be)
Thaws food separated from ready-to-eat foods in
the cooler or thaws under running, draining water
in food prep sink
Cools food down in smaller pans- moves
temperature to 70 degrees within 2 hours
Reheats leftovers to 165 degrees and documents
on log that day serving
Washes hands to the length of the happy birthday
song
Washes hands at appropriate times
Changes soiled gloves at appropriate times
*Are there any other areas (concerning food safety) in which you feel
your staff are not properly following proper food safety techniques?
66
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________
*Please indicate using a 1-5 scale how well you feel your employees
understand and enforce Offer Versus Serve (OVS) guidelines with:
1 being- NO, DOES NOT DO WELL
5 being- YES, DOES VERY WELL
1. ALL of my employees are able to identify in which food group each item on the
menu belongs (ex: mashed potatoes/French fries is a vegetable, chicken nuggets is
a meat, macaroni and cheese is a grain)
1
2. ALL of my employees are able to identify a missing component on a tray

(example- if child didnt get fruit or vegetable OR 3 components)
1
3. ALL my SERVERS say something to a child if they are missing a required

meal component
1
4. ALL my CASHIERS say something to a child if they are missing a required

meal component
1
67
Results from pre/post manager observation surveys
Key:
Improvement of scores/
Meets goal
Decline in scores/
Does not meet
goal
No Change in
scores
Pre-Inservice data
Hand Washing, Cross Contamination Prevention, and Food Allergies

Pre test
# of correct questions
# of participants
% of participants
Post test
Total #
# of pa
0 = 0%
4%
0 = 0%
1 = 25%
3%
1 = 25%
2 = 50%
17
20%
2 = 50%
3 = 75%
30
37%
3 = 75%
4 = 100%
31
37%
4 = 100%
Sanitizing and Temperatures
Pre test
# of participants
% of participants
Post test
Total #
# of pa
</= 25%
19
21%
</= 25%
> 25% and </= 50%
38
45%
> 25% and </= 50%
>50% and </= 75%
20
27%
>50% and </= 75%
7%
> 75%
> 75%
Helathy Eating with Offer Versus Serve

Pre test
# of participants
% of participants
Post test
Total #
# of pa
0 = 0%
6%
0 = 0%
1 = 25%
22
26%
1 = 25%
2 = 50%
30
37%
2 = 50%
3 = 75%
21
26%
3 = 75%
4 = 100%
5%
4 = 100%
68
Opinion
Questions
Pre test
Post test
How likely are you to encourage fruit and vegetable intake to the students in the school cafeteria?
% of Participants
% of P
No response
0%
No response
Not likely
1%
Not likely
Somewhat likely
7%
Somewhat likely
Very likely
92%
Very likely
Undecided
0%
Undecided
Which of the following represents your feelings regarding the following statement: "The offer versus serve guidelines are impor
meals."
% of Participants
% of P
No response
1%
No response
Strongly Disagree
2%
Strongly Disagree
Disagree
0%
Disagree
Neutral
7%
Neutral
Agree
49%
Agree
Strongly Agree
41%
Strongly Agree
Totals
Hand Washing, Cross

Contamination
Prevention, and Food
Allergies
Sanitizing and
Temperatures
Helathy Eating
with Offer Versus
Serve
Combined Total
Average Pre Test
74%
58%
55%
62%
Average Post Test
91%
79%
65%
78%
Group Number
# of correct questions/14
OVS Trivia
Percentage
correct
12
85%
14
100%
13
92%
11
78%
13
92%
14
100%
14
100%
11
78%
11
78%
10
10
71%
69
11
50%
12
57%
13
14
100%
11.7
83%
Average
% representing how well

employees ALWAYS
followed food safety
guidelines before training
School #
Managers Surveys
% representing
how well
% representing
employees
how well
ALWAYS followed employees
food safety
followed OVS
guidelines after
guidelines before
training
training
% representing how
well employees
followed OVS
guidelines after
training
72%
81%
95%
95%
54%
63%
75%
85%
72%
90%
75%
85%
72%
54%
75%
80%
100%
100%
100%
100%
63%
90%
90%
100%
9%
19%
65%
80%
27%
63%
50%
100%
72%
81%
80%
95%
10
54%
63%
75%
55%
11
72%
90%
85%
100%
12
45%
45%
20%
90%
13
72%
72%
95%
85%
14
45%
54%
85%
95%
15
0%
27%
60%
70%
16
90%
72%
100%
85%
17
72%
100%
95%
85%
58%
68%
77%
87%
Average
*Two schools did not complete a Pre-Inservice survey and was excluded from the analysis.One school survey was completed
Most common areas for improvement of food safety before training: cleaning and sanitizing, taking temperatures and washing
Most common areas for improvement of food safety after training: cleaning and sanitizing, taking temperatures, washing hands
Most common areas for improvement of OVS guidelines before training: identifying missing componenets and servers saying s
component
Most common areas for improvement of OVS guidelines after training: identifying missing components and servers saying som
component
Discussion of Results
70
According to the data collected from the pre- and post-assessments, the healthy eating
with offer versus serve greatly improved the learners knowledge. Average scores improved
from 55% to 65% between pre- and post-assessments. These results meet the proposed objectives
including improvement of at least 10% following the implementation of the lesson. Participants
who answered 100% of questions correctly increased from 5% to 23% between pre- and post-test
results; those who answered 75% of the questions correctly improved from 26% to 31%. Also,
participants who did not answer any questions correctly decreased from 6% to 1% between preand post-test results.
Opinions also changed regarding child nutrition and the importance of the offer versus
serve guidelines following the presentation of the lesson. Individuals who reported that they
would be very likely to encourage fruit and vegetable intake in the cafeteria increased from
92% to 96% following the lesson. Individuals who reportedly strongly agree that offer versus
serve guidelines are important for promoting nutrition school meals increased from 41% to 48%
following the lesson presentation. These results support that the healthy eating with offer versus
serve lesson improved participants knowledge and opinions on the importance of these
principles.
Conclusion
One recommendation to improve this program would include the simplification of preand post-assessments. According to audience feedback from comments and body language, it
appeared that participants became frustrated with the length of the questions and quizzes.
Assessments were also read aloud to participants to ensure all participants could comprehend the
questions; while this was necessary to eliminate the risk of reading difficulties with participants,
this action was time consuming and frustrating for many participants. To improve this portion of
71
the program in the future, assessments should be simplified to four questions per topic. While
this would decrease the amount of knowledge tested and data collected, this would possibly
improve results by decreasing the chance of participants rushing through the assessments.
Condensing the quizzes to four questions per quiz would also simplify the data collection
and interpretation of the data. Because results were analyzed in increments of 25%, individual
results and improvement scores could have been analyzed further. This also would have equally
weighted each quiz, therefore more evenly distribute scores of individuals quizzes and topics.
Prior to beginning the program in the future, objectives may need to be altered or
simplified. More uniform objectives should be developed for each individual lesson for easier
interpretation following data collection. If quizzes were simplified to four questions and
analyzed at 25% increments, objectives should also be simplified to align with these results. For
example, objectives would reflect a score of 75% as the passing rate; therefore, the objective
may seek for 80% of participants to pass with a score of 75% on each assessment or quiz.
According to the improvement in pre- and post-test results and the interaction and
participation from the audience, this program appears to be overall successful in improving
foodservice knowledge regarding hand washing and food safety, sanitizing and temperatures, and
offer versus serve. Participants were very involved in each lesson, interacting with the presenter
and providing positive feedback throughout the lessons. Similar programs are conducted each
year to ensure that participants have sufficient knowledge in foodservice practices and
guidelines. According to participant comments and manager feedback following the lesson, the
participants reported enjoying this program more than the previous lessons. Similar programs
may be employed in the future to provide a fun and engaging environment for school foodservice
training.
72
All newly hired foodservice workers should receive immediate food safety training,
especially due to the high turnover rate in the foodservice industry. With a constant influx of new
employees, there should be food safety policies and procedures in place to ensure adequate and
continued training of all workers. Training should not solely be focused on how to practice food
safety, but also why to practice food safety. Employee understanding of the harmful
consequences of poor food safety may increase their likeliness to follow food safety practices.
73
References
Brown, B.J. & Herman, J.R. (2005). Cooking classes increase fruit and vegetable intake and
food safety behaviors in youth and adults. Journal of Nutrition Education and
Behavior, 37(2), 104-105. Retrieved from https://login.lynx.lib.usm.edu/login?url=http://
web.b.ebscohost.com/ehost/detail/detail?vi d=18&sid=1f190426-26e0-4381-aaa6fc0050bff8fa%40sessionmgr110&hid=107&bdata=JnNpdGU9ZWhvc3
QtbGl2ZQ
%3d%3d#db=aph&AN=17041069
Cekal, N. (2012). The effect of a nutrition education programme on cooks knowledge of
nutrition and food preparation-cooking methods. International Journal of Academic
Research, 4(3). 66-74.
Centers for Disease Control and Prevention. (2011). Keeping hands clean: Handwashing and
hand sanitizers. Retrieved from
http://www.cdc.gov/healthywater/hygiene/hand/handwashing.html
Food and Drug Administration. (2009). FDA report on the occurrence of foodborne illness risk
factors in selected institutional foodservice, restaurant, and retail food store facility types.
Retrieved from http://www.fda.gov/downloads/Food/GuidanceRegulation/
RetailFoodProtection/FoodborneIllnessRiskFactorReduction/UCM224682.pdf
Manes, M.R., Liu, L.C., Dworkin, M.S. (2013). Baseline knowledge survey of restaurant food
74
handlers in suburban chicago: do restaurant food handlers know what they need to know
to keep consumers safe? Journal of Environmental Health, 76 (1), 18-26. Retrieved from
http://web.a.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?vid=4&sid=46e356096531-4238-802a-cc2804508b9a%40sessionmgr4004&hid=4109&bdata
=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=88899620
Medeiros, C., Cavalli, S., Salay, E., & Proena, R. C. (2011). Assessment of
the methodological strategies adopted by food safety training programmes for food
service workers: A systematic review. Food Control, 22(8), 1136-1144.
doi:10.1016/j.foodcont.2011.02.008
National restaurant association. (2010a). Contamination, food allergens, and foodborne illness.
ServSafe coursebook. National Restaurant
Association: Chicago, IL.
National restaurant association. (2010b). Providing safe food. ServSafe coursebook. National
Restaurant Association: Chicago, IL.
National restaurant association. (2010c). The flow of food: An introduction. ServSafe
coursebook. National Restaurant Association: Chicago, IL.
Roberts, K. R., Barrett, B. B., Howells, A. D., Shanklin, C. W., Pilling, V. K., and Brannon, L.
A. (2008). Food safety training and foodservice employees knowledge and behavior.
Food Protection Trends, 28(4). 252-260.
Smith, L.P., Ng, S.W., Popkin, B.M. (2013). Trends in US home food preparation and
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consumption: Analysis of national nutrition surveys and time use studies from 1965-1996
to 2007-2008. Nutrition Journal, 12(45). doi: 10.1186/1475-2891-12-45
United States Department of Labor, Bureau of Labor Statistics. (2014). Food services and
drinking places: North American Industry Classification System 722. Retrieved from
http://www.bls.gov/iag/tgs/iag722.htm
World Health Organization, Division of Prevention and Control of Non-Communicable
Diseases, Food Safety, and Nutrition. (n.d.). Fact sheet: Hand
washing and food safety.

Appendix A
Promotion Flyer
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Running head: GULF COAST HPE PROJECT

Gulf Coast Health Promotion and Education Project

GULF COAST HPE PROJECT

Step 1: Community Needs Assessment p.

Step 1: Community Needs Assessment

Pascagoula School District, Child Nutrition

What is the name & contact information for the

Assistant Director of Child Nutrition Sarah Steinberger, MS, RD, L

What is your PRIORITY ISSUE that you plan to

Foodservice training (including food safety behaviors, safe workin

Gather the perspective of the key stake holders:

Write a summary of the views of the stakeholders

Ms. Steinberger recognized a need for education for cafeteria emp

Examine the Literature

Examine the literature for research about

Examine previous evaluation findings of similar

Review the literature regarding similar types of

HEALTH PROMOTION AND EDUCATION PROJECT

Background: According the 2004 Behavioral Risk Factor Surveill

Background: Foodservice employees directly involved in food ha

HEALTH PROMOTION AND EDUCATION PROJECT

Background: Collective nutrition involves places that provide food

Background: Safe food service practices are of great importance

HEALTH PROMOTION AND EDUCATION PROJECT

Trained researchers then observed employees for 3 hours and rec

Background: Food handler behaviors are a major contributing fac

Morbidity & Mortality reports related to your

(Review 5-7 articles/reports related to the topics listed to the left, a

HEALTH PROMOTION AND EDUCATION PROJECT

Health behavior & practices related to your

Health status data related to your primary issue

The Bureau of Labor Statistics (BLS) identifies the number of work

The Food and Drug Administration conducted a 10-year study to m

HEALTH PROMOTION AND EDUCATION PROJECT

preparation and consumption: Analysis of national nutrition survey

Review Existing Mandates

Mandate of the organization/group with which you

Legislation, regulations, and/or health policies

Professional standards and ethical guidelines

Mandates of potential partners and/or

(Summarize findings from 1-2 of the bullets listed to the left)

Write a 2-3 page community needs assessment using

In the Pascagoula School District, all managers and assistant man

HEALTH PROMOTION AND EDUCATION PROJECT

1. Inadequate food safety knowledge RT limited employee train

HEALTH PROMOTION AND EDUCATION PROJECT

Promote food safety knowledge and behaviors.

Improve food safety knowledge of foodservice

Improve foodservice safety behaviors in foodservice

Improve compliance with OVS policies through

Ensure that 80% of employees have the ability to

Following the intervention, 90% of employees will score

Hints on writing objectives:

How will it be collected?

Assessment of Knowledge of Food Safety Practices

Pre and Post test

Assessment of Food Safety behaviors

Pre and Post observation

Assessment of OVS knowledge

Pre and Post test

HEALTH PROMOTION AND EDUCATION PROJECT

Health Promotion and Education Project Literature Review

HEALTH PROMOTION AND EDUCATION PROJECT

HEALTH PROMOTION AND EDUCATION PROJECT